Debate contribution: Autism Services

Debate contribution by Mrs Michelle Guy on 12 May 2026.

MLA

Mrs Michelle Guy

Party at the time

Alliance Party

Date

12 May 2026

Type

Debate contribution

Business

Private Members' Business

Heading

Autism Services

Assembly identifier

Official Report component 5528419

Read the official Assembly record

Text

I will focus on autism services for children and young people, particularly those in the education system. Before I do so, I will begin by saying that there is still huge misunderstanding in society and even, at times, in the Chamber of autism and autistic people. Every person is an individual, and autistic people are no different. They have different needs, abilities and outlooks. Some require additional support, while others do not. There are autistic people in every walk of life. They are surgeons, judges, police officers and, indeed, MLAs. Providing the right services should not be viewed as a burden or an add-on. It is about making essential adjustments so that autistic people can thrive. I will touch on some of the challenges in the education system for autistic children and young people and their families, but I also want to highlight the opportunity that we have if we get this right. Thankfully, there is greater awareness of autism across our education system. That has come from years of advocacy by families and organisations. Many schools are making real efforts to support autistic pupils, and such changes often benefit every child in the classroom. Despite that progress, however, services and support have not improved significantly. In some cases, particularly over the past year, they have deteriorated. One of the clearest examples of that deterioration is the experience that many families face when their child approaches adulthood. Too often, parents describe a cliff edge of support post 19. Pathways become unclear; protections fall away; and families are left to battle multiple systems simply to secure basic continuity of care, education or support. That is why I am happy to support the amendment, which highlights the lack of equivalent legal protections and structured pathways for young people here compared with those in England, where support can be provided up until the age of 25. Importantly, the amendment also recognises something that families repeatedly tell us, which is that such failures do not impact on the autistic person alone. They impact on entire families, including parents, siblings and carers, who are left carrying enormous emotional and practical pressures, often with inadequate respite or transition support. I also welcome the fact that the proposer of the amendment has recognised that those gaps affect not only autistic young people but many others with additional needs across our system. Many of us in the Chamber are familiar with the tireless advocacy of Alma White. Caleb's Cause has helped shine a light on the trauma of navigating post-19 services. The Autism Reviewer's annual report highlights serious concerns. One of the most fundamental barriers is simply not having a school place. As I stand here today, hundreds of children with SEND, including many with autism, still do not have a confirmed place for September. That has become far too common, and it is unacceptable. Even when a child has a place, it is often not suitable for their needs. That is not a criticism of our schools: many of them are doing everything that they can but simply do not have the resources or the facilities required. The consequences are clear: anxiety, school refusal, behavioural challenges and disengagement. Even when schools seek additional help, too often that support is not there. The introduction of local impact teams has not delivered what was hoped for, largely because of staff shortages. Without proper investment, we will simply see longer waiting lists and growing unmet need. Then, of course, there is the issue of transition, which is where the amendment strengthens the motion. For many families, the transition to adulthood is not experienced in a supported and structured way; rather, families simply have to fight to establish what support exists for their young person after school. Alongside the challenges, however, there are real opportunities. When we get support right, the outcomes are transformative. I recently visited Beechlawn School in Hillsborough, where many of the pupils are autistic, often with additional needs. Many had previously struggled to deal with anxiety or disengagement, but now the children in that school are thriving. They are happy, confident and achieving incredible things. The staff are ambitious for them, and it shows, from award-winning creative work to enterprise achievements. That is what is possible when the right support is in place. It is not about burden but about opportunity. Investing in services for autistic children and young people in school, ensuring that they do not fall off a cliff edge as they move into adulthood will result in individuals who are able to reach their potential and families who are supported to live full and meaningful lives.

772 words. Text as published by the Northern Ireland Assembly.

Assessment

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Assessed 21 October 2026 at 15:35 UTC by jev-1.13.0 (requested as typesafe/jev) under rubric 2026.10-r9, methodology 1.9.

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